English for Specific Purposes最新文献

英文中文

Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in Transnational Education (TNE) programs in China 调查中国跨国教育项目中学生的学术语言相关挑战及其与英语水平和自我效能感在EMI成功中的相互作用

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-19 DOI: 10.1016/j.esp.2024.12.002

Xiao Cui , Ishamina Athirah Gardiner

This article reports a quantitative study that investigates students' academic language-related challenges in the context of English Medium Instruction (EMI) in Transnational Education (TNE) programs at a Chinese public university. The study examines the predictive impacts of students' reported linguistic challenges, general English proficiency, and self-efficacy on their EMI success. Descriptive statistical analyses of data collected from 316 Chinese undergraduate students in two TNE engineering programs (Chemical and Electrical) show that students experience considerable language-related difficulties across each academic English skill, with speaking and listening found to be the most challenging in their EMI classes. Further statistical analyses using Pearson's correlation and Structural Equation Modelling (SEM) verify that both students' self-efficacy beliefs and general English proficiency can positively predict their academic success. Moreover, it was found that the students' reported language challenges indirectly predicted their EMI academic success through the direct effect on self-efficacy. These findings highlight two critical pedagogical implications for EMI in Chinese TNE settings: (1) continuous and collaborative ESP courses, with a particular focus on enhancing students' communicative competence, are highly necessary; and (2) the inclusion of local bilingual teaching assistants is recommended to support students' self-efficacy and enhance academic engagement by bridging linguistic gaps.

本文报告了一项定量研究，调查了一所中国公立大学在跨国教育（TNE）项目中英语媒介教学（EMI）背景下学生的学术语言相关挑战。该研究考察了学生报告的语言挑战、一般英语水平和自我效能对他们EMI成功的预测影响。从两个TNE工程专业（化学和电气）的316名中国本科生收集的数据的描述性统计分析表明，学生在每项学术英语技能中都遇到了相当大的语言相关困难，其中口语和听力被发现是EMI课程中最具挑战性的。进一步的统计分析使用Pearson’s correlation和结构方程模型（SEM）验证了学生的自我效能感信念和一般英语水平都可以正向预测他们的学业成功。此外，我们还发现学生报告的语言挑战通过对自我效能感的直接影响间接预测了他们的EMI学业成功。这些发现强调了中国TNE环境下EMI教学的两个重要意义：(1)持续和协作的ESP课程，特别注重提高学生的交际能力，是非常必要的；(2)建议加入本地双语助教，通过弥合语言差距来支持学生的自我效能感和提高学术参与度。

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引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-18 DOI: 10.1016/j.esp.2024.12.006

Edna F. Lima

引用次数: 0

Towards LLM-assisted move annotation: Leveraging ChatGPT-4 to analyse the genre structure of CEO statements in corporate social responsibility reports 走向llm辅助动作注释：利用ChatGPT-4分析企业社会责任报告中CEO陈述的体裁结构

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-07 DOI: 10.1016/j.esp.2024.11.003

Danni Yu

Recent studies have explored the potential of large language models (LLMs) in annotating rhetorical moves in academic genres such as research article abstracts and research article introductions. Extending this line of research beyond academic contexts, this study investigates the feasibility of using ChatGPT-4 to automate move annotation in a professional genre: CEO statements from corporate social responsibility reports. The study proceeded in two phases. First, 30 CEO statements were used for move identification, prompt design and validation, resulting in a prompt optimized for the move annotation task. Subsequently, a corpus of 50 CEO statements was used to further test the efficacy of the model conditioned by the established prompt. The assessment showed that the model's annotation outputs yielded an accuracy of 87.14 %. However, the double annotation rounds revealed an intra-model inconsistency rate of 32.87 %, indicating the need for human verification in inconsistent cases. This study demonstrates that LLMs can effectively support the development of move-annotated corpora through reduced workload and enhanced methodological duplicability. These annotated corpora serve as valuable pedagogical materials for ESP practitioners in genre-based instruction. Furthermore, the integration of LLMs can aid in improving researchers' own thinking, thereby contributing to potential theory refinement in the field.

最近的研究探索了大型语言模型（llm）在注释学术类型（如研究文章摘要和研究文章介绍）中的修辞动作方面的潜力。将这一研究延伸到学术背景之外，本研究探讨了使用ChatGPT-4在专业类型中自动移动注释的可行性：来自企业社会责任报告的首席执行官声明。这项研究分两个阶段进行。首先，使用30个CEO语句进行移动识别、提示设计和验证，得到针对移动注释任务优化的提示。随后，使用50个首席执行官陈述的语料库来进一步测试该模型在既定提示条件下的有效性。评估表明，该模型的注释输出的准确率为87.14%。然而，双注释轮显示模型内不一致率为32.87%，表明在不一致的情况下需要人工验证。本研究表明，llm可以通过减少工作量和增强方法的可重复性，有效地支持移动注释语料库的开发。这些带注释的语料库在基于体裁的教学中为ESP从业者提供了有价值的教学材料。此外，法学硕士的整合可以帮助提高研究人员自己的思维，从而有助于该领域潜在的理论完善。

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引用次数: 0

Multimodal genre analysis of video abstracts: Exploring rhetorical structure, hybridization, and innovation 视频摘要的多模态体裁分析：探讨修辞结构、混合与创新

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-06 DOI: 10.1016/j.esp.2024.11.002

Sara Nezami Nav , Stephanie Link

Video Abstracts (VAs) are designed to summarize research and enhance research visibility. Despite some efforts to understand their generic structure and rhetorical strategies, the evolving multimodal nature of VAs—particularly in relation to authors' communicative intentions—remains underexplored. This lack of research raises critical questions about the communicative functions of VAs and their stability as a new genre. Inspired by literature on transcription of video genres and multimodal discourse analysis, this exploratory study analyzes the rhetorical structure and modal affordances of three VA formats–Graphical VAs, Whiteboard VAs, and Talking-researcher VAs–—using insights gathered from interviews with their creators. The results identify both traditional and novel features of VAs’ rhetorical structure, aligning VAs with research and non-research genres. Additionally, each VA format uses modes creatively to communicate research to a hybrid audience of scientists and nonscientists, enabling researchers to establish new communicative intentions but resulting in instability of the genre. We discuss implications for understanding their multimodal, meaning-making affordances as essential for fostering genre innovation.

视频摘要（VAs）旨在总结研究并提高研究的可见性。尽管人们努力去理解它们的一般结构和修辞策略，但是不断演变的多模态本质——特别是与作者的交际意图有关的多模态本质——仍然没有得到充分的探索。这种研究的缺乏使人们对虚拟语言的交际功能及其作为一种新体裁的稳定性提出了质疑。受视频体裁转录和多模态语篇分析文献的启发，本探索性研究分析了三种虚拟语言格式的修辞结构和模态启示——图形虚拟语言、白板虚拟语言和谈话研究者虚拟语言——利用对其创造者的采访收集的见解。研究结果确定了虚拟语言修辞结构的传统特征和新颖特征，并将虚拟语言与研究类型和非研究类型结合起来。此外，每一种VA格式都创造性地使用模式向科学家和非科学家的混合受众传达研究成果，使研究人员能够建立新的交流意图，但导致该类型的不稳定性。我们讨论了理解它们的多模态、意义创造的启示对于促进体裁创新至关重要的意义。

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引用次数: 0

TED-Ed animations as resources for learning academic formulas ted动画作为学习学术公式的资源

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-04 DOI: 10.1016/j.esp.2024.11.004

Chen-Yu Liu

Knowledge of academic formulas is essential for second language learners, particularly those studying English for academic purposes, as it greatly affects their comprehension and expression in academic settings. Yet, resources facilitating the learning of these formulas are very limited. To address this gap, this study examines the potential of TED-Ed animations for learning academic formulas by analyzing the variety and occurrence of those formulas in a corpus comprising 1,513 such animations. The findings show that TED-Ed animations contain a diverse range and a high density of academic formulas, particularly those core to both spoken and written academic discourse, with a notable 97 % of them occurring within the corpus. Also, extensively viewing these animations would offer learners repeated encounters with various academic formulas, potentially helping enhance their knowledge of these items. These findings highlight the value of TED-Ed animations as resources for learning academic formulas, particularly through extensive viewing practices, and reaffirm academic nature of such animations from a phraseological perspective. Additionally, this study reveals a higher occurrence and variety of spoken academic formulas compared to their written counterparts within TED-Ed animations, providing further insights into the lexical characteristics of such discourse.

对于第二语言学习者来说，学术公式的知识是必不可少的，尤其是那些以学术为目的学习英语的人，因为它极大地影响了他们在学术环境中的理解和表达。然而，促进这些公式学习的资源是非常有限的。为了解决这一差距，本研究通过分析由1,513个这样的动画组成的语料库中这些公式的多样性和出现情况，研究了TED-Ed动画在学习学术公式方面的潜力。研究结果表明，TED-Ed动画包含了多样化和高密度的学术公式，特别是那些对口语和书面学术话语至关重要的公式，其中97%的公式出现在语料库中。此外，广泛观看这些动画将为学习者提供各种学术公式的反复接触，潜在地帮助他们提高这些项目的知识。这些发现突出了TED-Ed动画作为学习学术公式的资源的价值，特别是通过广泛的观看实践，并从短语学的角度重申了这些动画的学术性质。此外，本研究还揭示了TED-Ed动画中口语学术公式的出现频率和多样性高于书面学术公式，这为进一步了解此类话语的词汇特征提供了依据。

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引用次数: 0

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-12-02 DOI: 10.1016/j.esp.2024.11.001

Sharif Alghazo , Hassan Mohebbi

引用次数: 0

Genre learning from the EAP class to undergraduate research symposiums 从 EAP 课到本科生研究专题讨论会的体裁学习

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-25 DOI: 10.1016/j.esp.2024.10.004

Xiaoqiong You , Xiaoye You

English for Academic Purposes (EAP) courses have provided undergraduate students with a supporting structure for their research. After leaving these courses, students may write their senior theses or write for research journals or research symposiums. What genre knowledge and writing expertise will they gain through these activities and how? This paper examines the genre learning of a group of Chinese university students as they participated in three undergraduate research symposiums (URSs). The study reveals that they furthered genre knowledge across five domains—subject matter knowledge, formal genre knowledge, rhetorical knowledge, process knowledge, and genre awareness. They achieved these gains as they searched for appropriate research questions and analytical models, annotated and modelled Chinese research articles, experimented with new genre forms critically across lingua-cultural differences, negotiated with non-disciplinary raters and shifting rating criteria of the URSs, and managed their affect productively. Given the affordances of URSs, we conclude the study by suggesting ways to strengthen the ties between the EAP curriculum and URSs.

学术英语课程（EAP）为本科生的研究工作提供了支持性结构。离开这些课程后，学生可能会撰写毕业论文，或为研究期刊或研究研讨会撰稿。通过这些活动，他们将获得哪些体裁知识和写作技巧？本文研究了一组中国大学生在参加三次本科生研究讨论会（URS）过程中的体裁学习情况。研究显示，他们在五个领域（主题知识、正式体裁知识、修辞知识、过程知识和体裁意识）进一步学习了体裁知识。他们在寻找合适的研究问题和分析模型、对中文研究文章进行注释和建模、跨越语言文化差异批判性地尝试新的体裁形式、与非学科评分者和不断变化的URS评分标准进行协商，以及有效地管理自己的情绪的过程中获得了这些收获。鉴于URS的优势，我们在研究的最后提出了加强EAP课程与URS之间联系的建议。

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引用次数: 0

Verbal-visual skill-building and perceptional changes in English presentation 英语演讲中的语言-视觉技能培养和感知变化

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-22 DOI: 10.1016/j.esp.2024.10.002

Wen-Chun Chen

Oral presentations in English are emphasized in higher education, yet verbal and visual communication often lack balance in academic training. Mastery of visual aids is as crucial as verbal expression, especially for nonnative English speakers. This research proposed a skill-building pedagogy to optimize dual-channel communication, involving 19 college students from a Southern Taiwanese University. A progressive instructional design incorporated English for Specific Academic Purposes, visual communication, and tech-tool applications. Verbal fluency and visual use were assessed to evaluate learning outcomes; perceptional changes were revealed. Data collection included presentation footage, surveys, and interviews. Results showed significant improvements in verbal fluency and visual mastery after multimodal reinforcement. Students' awareness and confidence grew with skill development, significantly changing their preparation stage perceptions. Presentation language, visualization skills, and technological tools empowered nonnative English speakers to overcome linguistic constraints through practice and feedback. This research highlighted the need for comprehensive training programs that empirically demonstrate how verbal and visual resources enhance each other during presentations. The findings validated that deliberate learning and conscious preparation in oral speech and visual techniques optimize communication. Enhancing English learners' multimodal expression skills prepares them for academic and professional success.

高等教育强调英语口头报告，但在学术培训中，口头和视觉交流往往缺乏平衡。掌握视觉辅助工具与口头表达同样重要，尤其是对英语非母语者而言。本研究提出了一种技能培养教学法，以优化双通道交流，来自台湾南部一所大学的 19 名大学生参与了这项研究。渐进式教学设计融合了学术英语、视觉交流和技术工具应用。通过评估语言流畅性和视觉使用情况来评价学习成果，并揭示了感知方面的变化。数据收集包括演示录像、调查和访谈。结果表明，经过多模态强化后，学生的语言流畅性和视觉掌握能力有了明显提高。随着技能的发展，学生的意识和自信心也在不断增强，他们对准备阶段的看法也发生了显著变化。演示语言、可视化技能和技术工具增强了非英语母语者通过练习和反馈克服语言限制的能力。这项研究强调了综合培训计划的必要性，这些计划可以通过经验证明语言和视觉资源如何在演讲过程中相互促进。研究结果证明，有意识地学习和准备口语和视觉技巧可以优化交流。提高英语学习者的多模态表达能力可以帮助他们在学术和职业上取得成功。

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引用次数: 0

Guiding and engaging the audience: Visual metadiscourse in PowerPoint slides of Three Minute Thesis presentations 引导并吸引听众：三分钟论文演讲 PowerPoint 幻灯片中的视觉元话语

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-21 DOI: 10.1016/j.esp.2024.10.003

Yuanyuan Ma, Feng Kevin Jiang

A compelling academic presentation extends beyond the mere linguistic strategies of the presenter. The effective use of diverse multimodal elements in the presentation slides also merits considerable attention. Therefore, this research explores the way presenters use visual components to turn passive listeners into active participants in the Three Minute Thesis (3MT) presentation. For this purpose, this study developed a framework to analyse visual metadiscourse based on Hyland's (2005) model of metadiscourse and visual grammar by Kress and van Leeuwen (2021), exploring the interactive and interactional functions of visual metadiscourse. The realization resources of each visual metadiscourse marker were identified based on 240 PowerPoint slides. This research emphasizes the critical role of visual metadiscourse for presenters in facilitating the guidance and engagement of a heterogeneous listener. The findings of this research could significantly contribute to improving visual literacy for researchers to cater to the need to design various digital genres in academic and professional settings.

引人入胜的学术演讲不仅仅是演讲者的语言策略。在演讲幻灯片中有效使用各种多模态元素也值得高度重视。因此，本研究探讨了在三分钟论文（3MT）演讲中，演讲者如何利用视觉元素将被动的听众变成主动的参与者。为此，本研究以 Hyland（2005 年）的元话语模型和 Kress 和 van Leeuwen（2021 年）的视觉语法为基础，建立了一个分析视觉元话语的框架，探索视觉元话语的互动和交互功能。根据 240 张 PowerPoint 幻灯片，确定了每个视觉元话语标记的实现资源。这项研究强调了视觉元话语在促进引导和吸引异质听众方面对演讲者的关键作用。这项研究的结果将大大有助于提高研究人员的视觉素养，以满足在学术和专业环境中设计各种数字流派的需要。

引用次数: 0

Lexical coverage in science popularization discourse: The case of popular science news from Scientific American 科学普及话语中的词汇覆盖：科学美国人》的科普新闻案例

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes

Pub Date : 2024-10-17 DOI: 10.1016/j.esp.2024.10.001

Hong Yu , Ju Wen

Science popularization discourse offers valuable reading materials for second language (L2) learners in English for Academic Purposes (EAP) contexts. However, the lexical demands of these materials remain largely unexplored. To address this gap, this study examines the lexical profile of Scientific American (SA), one of the most widely read popular science publications. Based on a corpus of popular science news collected from the SA website, we analyzed its lexical demand in terms of Nation's (2018) BNC/COCA word frequency lists and West's (1953) General Service List of English Words (GSL) plus Coxhead's (2000) Academic Word List (AWL). Our results indicate that to achieve minimal comprehension of popular science news published in SA, learners should be familiar with approximately 5,000 word families, while optimal comprehension requires knowledge of around 10,000 word families, including proper nouns, marginal words, transparent compounds, and acronyms. Notably, the GSL covers 77.55% and the AWL covers 7.08% coverage of the SA corpus, suggesting that our SA corpus has a higher coverage of general English words and a lower coverage of academic English words than university-level academic written texts. These findings highlight the potential value of popular science news in supporting academic reading, particularly for beginning EAP learners who may find these materials less lexically demanding than research articles. Pedagogical implications for incorporating popular science news into EAP courses are also provided.

科学普及话语为学术英语（EAP）语境中的第二语言（L2）学习者提供了宝贵的阅读材料。然而，这些材料的词汇需求在很大程度上仍未得到探讨。为了填补这一空白，本研究考察了《科学美国人》（SA）的词汇概况，它是阅读量最大的科普出版物之一。基于从《科学美国人》网站收集的科普新闻语料库，我们根据 Nation（2018 年）的 BNC/COCA 词频表和 West（1953 年）的英语词汇通用服务表（GSL）以及 Coxhead（2000 年）的学术词汇表（AWL）分析了其词汇需求。我们的研究结果表明，要达到对南澳大利亚州发布的科普新闻的最低理解能力，学习者应熟悉约 5,000 个词族，而最佳理解能力则需要了解约 10,000 个词族，包括专有名词、边缘词、透明化合物和缩略语。值得注意的是，在 SA 语料库中，GSL 的覆盖率为 77.55%，AWL 的覆盖率为 7.08%，这表明我们的 SA 语料库与大学学术书面文本相比，普通英语词汇的覆盖率较高，而学术英语词汇的覆盖率较低。这些发现凸显了科普新闻在支持学术阅读方面的潜在价值，特别是对于初学 EAP 的学习者来说，他们可能会发现这些材料对词汇的要求没有研究文章那么高。研究还提供了将科普新闻纳入 EAP 课程的教学意义。

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